school program for the next three years. Passed.

Dayton (local).-School-tax levy for an additional levy of taxes for the purpose of providing the necessary funds with which to operate the schools of said district, not exceeding 2 mills for not to exceed five years. Passed. School bonds issued in the sum of $4,000,000 for providing funds with which to purchase, erect, and furnish schoolhouses and enlarge, repair, and furnish existing schoolhouses. Passed.

Sandusky (local).-Continuance of the 3-mill school-tax levy. Passed.

Youngstown (local).-Renewal of the 1.6-mill tax levy for schools. Passed.

Oregon

Constitutional amendment; voters' literacy amendment.-To amend section 2 of Article II of the constitution by adding to the qualifications of voters the requirement that they shall be able to read and write the English language and authorizing the means of testing the ability of such citizens to read and write the English language to be provided by law. Passed.

Pennsylvania

Easton (local.)-School bond issue for $270,000. Passed.

Harrisburg (local).-School loan for $1,750,000. Passed.

Hummelstown (local).-School loan of $63,000 for building a new school. Passed.

South Carolina

Constitutional amendment.-A joint resolution proposing amendment to section 1, Article II, of the State constitution, by providing a four-year term of the State superintendent of education. Returns not yet available.

Constitutional amendment.—A joint resolution proposing an amendment to section 5, Article XI, of the constitution, relating to the area of school districts. Returns not yet available.

Constitutional amendment.-A joint resolution to amend section 6, Article XI, of the constitution, relating to an annual levy of 3-mill tax for school purposes in the State. Returns not yet available.

State bond issue.-Bond issue of $10,000,000 for State educational, penal, and charitable institutions. Defeated.

Washington

Initiative measure No. 49.-Compelling children between 7 and 16 years of age to attend the public schools, and prescribing penalties. Defeated.

Initiative measure No. 50.-Relating to the taxation of real and personal property and limiting the aggregate annual rate of levy thereon for general State, county, municipal, and school district purposes to 40 mills. Defeated.

Wyoming

Constitutional amendment No. 1.-Authorizing the levy of a severance license tax on mines and mining claims. Defeated.

Constitutional amendment No. 2.-Authorizing the application of 33% per cent of royalties arising from lease of school land to the support of public

schools. Passed.

opponents claiming that it was a question for the city to vote upon and not for the entire State.

Massachusetts

The Massachusetts referendum to decide whether the State shall ratify the child-labor amendment to the Constitution of the United States met with over

whelming defeat. Active campaigns were waged on both sides, and the vote on the question was large. The referendum was defeated by more than 400,000 majority;

Alabama

If amendment No. 3 to the constitution of Alabama had not been passed, the 2-mill school tax, which has been regularly collected in Mobile County, would have had to be abandoned.

Colorado

The constitutional amendment providing for the establishment of the office of State printer was condemned by two educators, the president of the University of Colorado and the president of the Colorado Agricultural College, who would have become members of the proposed State textbook commission had the amendment been adopted.

Florida

As a result of the constitutional amendment to Article 12, a special election on a $1,000,000 school-bond issue in the Tampa special school tax district will probably be called within a short time by the board of public instruction of Hillsborough County. An extensive building program is needed to relieve the congested school-housing situation in the city.

Kansas

The tax amendment to the constitution was apparently carried. The returns so far show 87,296 votes for the amendment and 65,670 against it. It is claimed that this amendment will increase the revenue of the State and make possible better support of schools, roads, etc.

Louisana

The New Orleans school-tax amendment, which was defeated, was favored by the school board forces. The objection urged against the amendment by its opponents was that instead of providing increase in the rate of taxation the amendment gave the New Orleans school board the authority to increase the percentage of assessed value of property on which taxes could be levied. Although the measure affected only New Orleans, the vote of the entire State was required. was another

The home-rule argument reason for opposing it,

Michigan

Michigan electors for the second time overwhelmingly defeated the proposal to close the private schools of the State. Had the amendment been passed, every primary and grade parochial, denominational, and private school in the State would have been closed.

It is claimed that the income tax law amendment, had it passed, would have very materially reduced the primary school interest fund by causing a reduction in the rate at which public utilities could be assessed. The uncertainty of the effect of this amendment on the State revenue for schools was such that for the protection of the school fund the measure was opposed.

Both of these measures were overwhelmingly defeated. With approximately fourfifths of the vote counted, the returns on the school measure were 326,274 for and 625,359 against the measure. The returns on the tax measure were 162,014 for it and 714,585 against it.

Montana

Constitutional amendment, chapter 97, deals with the question whether or not county superintendents of schools shall be required to have professional training. There is no such requirement now. This measure gives the legislature the power to prescribe the qualifications of county superintendents.

Constitutional amendment, chapter 134, was attacked on the ground that within its provisions there is a section whose effect will be further to increase taxation. Section 9 provides: "The legislative assembly may provide other and additional ways and means for beginning or increasing the fund created or authorized in this

article."

The mines tax amendment was adopted by more than 12,000 votes on returns from 1,087 precincts. It is said to be probable that an attack will be made upon the constitutionality of the measure in the courts of the State. By the provision of the act one-half of the total receipts from the tax goes to the support of the schools. The estimated income from the tax is $500,000. This measure

had the indorsement of the executive council of the Montana Educational Association.

Nevada

Incomplete returns from 11 of Nevada's 17 counties indicate that constitutional amendment No. 3, which was vigorously opposed by the State superintendent of public instruction and the Nevada Education Association, was defeated by a twoto-one vote. The amendment proposed to divert all fines collected under the penal laws of the State from the general school funds to other funds without providing any means to reimburse the general school funds. It also proposed to deprive the legislature of the power to prescribe how State school funds should be invested and restrict investments to such securities as are named by the constitution. The amendment was opposed on the ground that it took away school funds without the possibility of compensating the State school fund for the loss, because of the limitation of the State school tax to 2 mills contained in article 22, section 6. In effect it limited the support and maintenance of the university and the common schools to the 2-mill tax.

North Dakota

The tax law, known as the Gunderson bill, called for sharp tax reductions, especially for the schools of the State. It was claimed that this bill would cut 25 per cent from the amount spent on schools in 1923. Opponents argued that the measure was unfair inasmuch as the voters at large do not know local conditions and therefore can not tell whether such forced reduction is reasonable.

Ohio

The school levy of 2.4 mills for Columbus is a substitute for the 3-mill levy voted five years ago, which expires next

summer.

The new school-bond issue in Dayton means new school buildings, new additions to old buildings, and adequate housing for all the children.

The passage of the 3-mill tax in Sandusky was a necessity in order that the schools be allowed to continue without serious interruption. A levy was passed in 1920 for five years. This levy expires before the next election.

Youngstown voted approximately $533,000 yearly for school-operating expenses when they passed the renewal of the 1.6-mill tax. Because of the extensive building program anticipated during the next five years the renewal of the 1.6mill levy was necessary for maintaining these new schools. The present school rate, through the renewal, remains at $7.05, with an additional $3 for building purposes, provided in a levy two years ago, which runs for four years.

Pennsylvania

The school loan of $1,750,000 for Harrisburg is designed to complete the William Penn High School, now building, at a cost of $550,000, and to erect and equip the John Harris High School, at a cost of $1,200,000.

South Carolina

Numerous proposals, comprising about 50 amendments to the basic law of the State, were submitted by the general assembly to the electorate of South Carolina, but on account of the confusion in the ballot, the counting of the vote has been difficult and the final returns are not yet known. Four-fifths of the proposals are to allow school districts, counties, or municipalities to increase their bonded indebtedness beyond the limits fixed by the State constitution. The State bond issue was defeated by an overwhelming vote. The amendment providing for a four-year term for the State superintendent of education is still in doubt. The advocates of the amendment claim that better service will result from a four-year term.

The amendment to section 5, Article XI, apparently applies to Pickens County and is to allow the general assembly to fix the school districts there without respect to the general conditions named in the constitution.

The amendment to section 6, Article XI, concerns the 3-mill school tax. Tax reformers urge its repeal. They claim that the constitutional 3-mill school tax is one of the chief obstacles to tax reform. Opponents of the amendment say that the abolition of the 3-mill tax would accelerate the development of a policy relative to taxation for schools which they regard as unsound.

Washington

Initiative measure No. 49, which was overwhelmingly defeated, would have made it mandatory that parents and guardians of children between the ages fixed in the act send these children to public schools for the full time such schools are in session. It provided heavy penalties for failure to do so. It was claimed by its opponents that it would place an additional heavy burden upon the taxpayers.

Initiative measure No. 50, also defeated, declared that all tax levies should not in any year exceed 40 mills on the dollar of assessed valuation, which assessed valuation should be 50 per cent of all true and fair value of any such property in money. It also declared that the taxes levied should be limited so that the State for all purposes should not make a levy of more than 5 mills on the dollar,

the county not to exceed 10 mills, including the county school fund, the school district not to exceed 10 mills, and the levy of a city or town not to exceed 15 mills.

The measure carried a proviso that the limitations imposed should not prevent the levying of additional taxes to pay the interest on principal on outstanding bond issues by State, county, city, or school district, nor prevent any increased assessments through special elections, which are provided for. The opponents of this measure claimed that its passage would spell ruin for the common schools and mean that the University of Washington would have to close its doors. Total taxes in the State now average 71 mills. The total tax reduction in the State's income would approximate $30,000,000 under the 40-mill plan. The measure was opposed by the State branch of the National Congress of Parents and Teachers and by the Washington Educational Association. A similar tax limitation law in Ohio was repealed in 1923.

Bureau of Education's Latest Publications

The following publications have been issued by the United States Bureau of Education during the past month. Orders for them should be sent to the Superintendent of Documents, Government Printing Office, Washington, D. C., accompanied by the price indicated: Biennial survey of education, 1920–1922. Vol. 1. 773 p. (Bulletin, 1924, no. 13.) $1.

List of books for a teacher's professional

library. A classified list of 100 titles. 15 p. (Teachers' leaflet no. 17.) 5 cents.

List of references on rural life and culture. 12 p. (Library leaflet no. 26). 5 cents.

Quest of youth. A pageant for schools. Hazel Mackaye. 102 p. (Bulletin, 1924, no. 33.) 10 cents.

CONTENTS.-Pt. I.-1. "The Golden Age." 2. Early Chinese education. 3. Early Hebrew education. 4. Education in Greece. 5. Education in in Rome. 6. Early Christian education. Pt. II.1. Education during the Renaissance. 2. Education in England. 3. The little red schoolhouse. 4. School of to-day.

Statistics of universities, colleges, and professional schools, 1921-22. Advance sheets from the Biennial Survey of Education, 1920-1922. 161 p. (Bulletin, 1924, no. 20.) 20 cents

An exhibition of Chinese achievement in art and culture has been arranged by Columbia University. The exhibit will be open to the public from November 14 to December 13.

D

ECREASE in agricultural enrollment is a recent problem in a few land-grant institutions. In others there have been increases. This is not an unnatural happening. Agriculture as an industry has not been prospering these past few years. We are told that more than 1,000,000 farmers have left the farm and taken up work elsewhere. Whatever the ups and downs have been in other occupations, this large number of farmers and their sons and their other help have turned away from agriculture. This has aided the readjustment. it is a mistake to think that the future of agriculture in the United States is insecure. It is a mistake to think that education in agriculture will not yield good returns. We can only express our regret that a few young men who are adapted to farm life and would be a credit to farm life have been lost to us because they and their advisors have misinterpreted the agricultural situation.

But

Trained Farmers to Meet Trained Business Men

No one believes that all of the 6,000,000 farmers of the country should be college graduates, but at least a few of them should be. With a very much larger number of persons in agriculture than in business, it is fair to say there should be at least as many college graduates on farms as in stores and banks and offices. It is unfortunate in an agricultural State to see college courses in commerce filling up and overflowing, while those in agriculture remain stationary or even decrease in attendance. When the farming class does not possess as many highly educated people as the class with whom they do business, then farmers will have gone a long, long way toward peasantry, with all the impositions on the farmers that the word means in its worst sense. cultural prosperity will return. Agricultural enrollment in the colleges will regain its losses. It may come back with a great rebound. Our attendance problem is likely to become the problem of caring for a large increase of agricultural students.

Agri

In connection with agricultural enrollment, two points should be clearly understood by the public. The first is that

Portions of address before Association of Land-Grant Colleges, Washington, D. C., November 12, 1924.

the great majority of agricultural students remain in agricultural work after securing their college education. The second point is that all students who have taken an agricultural course should not be expected to engage in agriculture. It is all right, in fact it is desirable, occasionally for an agricultural graduate to secure additional preparation and enter upon other work outside of the recognized agricultural and allied fields, such as teaching agriculture in colleges and schools and agricultural journalism. We are glad to see an occasional agricultural graduate going into banking or business or preaching or Government service whenever the work to be performed relates especially to farmers and farm communities. Some agricultural graduates have found their places in these outside lines of work and are succeeding and are rendering valuable service to the farmers with whom they deal. More of this kind of trained service would be a benefit to the country.

How May Service Be Enlarged?

The most natural question to arise in this annual meeting of official delegates from all land-grant colleges and universities is as to how our institutions might more fully care for the responsibility that rests upon us. This question relates to both the present time and the future.

Three subjects may be suggested upon which land-grant institutions should place special emphasis. They are not new nor strange and they do not require extended discussion, although hours could be given to them.

Permanent Agriculture

First, the development of a permanent agriculture. This is important to every citizen. It means profitable agriculture and good farm homes, owned by the occupants. Progress is being made with the aid of better farm practice, farm machinery, rural mail delivery, telephones, automobiles, good roads, consolidated. schools, reading matter, and radio. But we still mine the soil, tenancy increases, organizations do not function as they should, rural schools serve the town rather than the country, and agriculture does not occupy the position of leadership that it deserves.

Men and women with the best minds will not remain in an occupation that fails to show profits and other advantages fairly equivalent to what is offered elsewhere.

Our late Secretary of Agriculture, Henry C. Wallace, was an active advocate of a well-rounded farm life resting upon a profitable agriculture and including good homes where sturdy people would thrive and learn to think independently and with clearness. He favored the development of a permanent agriculture. This is no selfish move. It will come finally through the efforts of organized farmers, well supported by other agencies, especially the land-grant colleges. If the public should object to the cost, it is only necessary to remind them of their dependence on agriculture for food, clothing, raw materials, business, and, most of all, new people with fresh blood to keep up the ranks of those in the great business and industrial centers who are failing to maintain their own numbers.

Natural Resources

The second subject deserving more earnest attention is the conservation and proper use of our natural resources. The wealth, safety, and life of a nation depends upon its natural resources. Every person is concerned.

This problem should be adopted as one of our own. It matters not how many others are working on it. Sufficient progress has not been made. The United States Department of Agriculture and the Geological Survey could do more effective work in protecting natural resources if the land-grant institutions were actively and aggressively interested from both the research and educational standpoints. The best information on natural resources should be found in our institutions; also, the highest appreciation of their value and the keenest realization of the importance of conservation.

The special work which has been assigned to us by Federal and State laws requires the land-grant institutions to come in direct contact with natural resources in the raw state. Many other institutions and people deal with these resources after refinement. We must know about them at their sources because of our intimate contacts. We should be among the first to know the serious conditions. Persons who buy and sell foods or machines should not be supposed to know as much about the failing natural resources as those who deal first hand with soil fertility and ore iron. This fact and the fact that land-grant institutions represent the only large group of educational and research agencies supported by the Government throughout the States are reasons and justification enough for the land-grant institutions

It is unfortunate that students are graduated without being well grounded in the principles of citizenship. The land-grant institutions should take the leadership in remedying this fault in the field of higher education. Already some land-grant institutions have arisen to the need. At the University of Missouri a course on citizenship is required of all freshmen. It has been developed as a continuation of a course on war issues which was offered to the Student Army Training Corps during the war and was intended to provide students with a historical background and survey of social, economic, and political problems. A unique feature is that this course is com

and industrial activities in his State and enough about the difficult problems in those lines of work to give him appreciation and respect and sympathy for the persons engaged.

Likewise it would be well for an engineering student or a home maker to receive some instruction upon the importance of agriculture and the seriousness of farmers' problems so as to give him or her appreciation and sympathy and to make them less hasty in arriving at differently from themselves. judgments concerning those employed

Just how far land-grant institutions should proceed along these special lines might well be debated. Perhaps some have gone far enough. We are operating under a group of national laws which definitely require certain activities and

definitely permit others without limit. In some States the work is appropriately limited by State laws or regulations because of division of activities between two or more institutions. But it would seem that every land-grant institution could properly give much attention to the lines that have been indicated.

A Study of Land-Grant Institutions A thorough study of the scope and the work of land-grant institutions needs to be made. The task should be assigned to

a group of well-qualified persons who are familiar with the land-grant education movement and the needs of the country. These institutions have been operating half a century, some of them much longer.

They have made countless changes in response to pressure of the moment. The original legislation has been supplemented by numerous laws. The situation throughout the country is vastly different than it was when the first Morrill Act was passed. Problems have multiplied. Other agencies have been created. Very much has been learned from our own experience. And we have come to realize that tax-supported education pays best when it is given to persons of good character, real patriotism, and actuated by a genuine purpose to render useful service in the world as well as to promote their own private interests.

We now should have a study of the basic laws and the whole problem with a view to show how to eliminate the least desirable, reduce that which is least

profitable, and magnify that which is best suited to the purpose these institutions should serve.

There is good precedent in

the recent study of medical education which was financed by Rockefeller funds and has resulted in greatly strengthening education in medicine. Already engineering education is under investigation by a group of engineering educators and the work is financed by Carnegie funds. This leaves agriculture and home economics education especially in need of such a study as is proposed. Ample funds should be secured for this purpose and the work should not be done hurriedly. I believe the time has come for this constructive study, and I recommend that steps be taken to this end.

tures are given to all the students in large classes three times a week. Small quiz sections of about 25 students each are conducted by instructors in the English department, who have been chosen with reference to their training in the social sciences as well as in English. The stuIdents are held accountable both for the content of the course and for their oral and written expression. There may be others doing as good work as this. A considerable number are giving some instruction.

Promote Sympathy between Classes of Citizens

A part of the instruction in citizenship

might well relate to the activities of the States in which we live and in our Nation with a view to helping one group to better understand and sympathize with other groups. One reason why we have so many classes and so much class consciousness is that we do not know our neighbors nor their problems and, therefore, we do not sympathize with them. It would be well for an agricultural student to take a two or three hour course to learn about the extent of engineering

Nova Scotia

A school of fisheries will be established at Halifax, Nova Scotia, in the near future. A portion of King's Wharf will be transferred to the biological board and a large building remodeled and converted into a school building and biological station.

It is expected that the school of fisheries will be to the fishing industry of this country exactly what an experimental farm is to the agricultural interests of Nova Scotia. It will work toward the development of the fishing industry, experimenting in every practical phase of

it, and be a source from which those interested in the development of the fishing industry of Nova Scotia may procure information and advice.

A staff of scientists will be appointed by the biological board of Canada, and the school will function in cooperation with Dalhousie University and with the Nova Scotia Technical College. A scientific station will be maintained at St. Andrews, New Brunswick.-W. Henry Robertson, American consul general, Halifax.

Programs

All secondary schools of the United States are invited to join in a school health program contest to be conducted by the American Child Health Association. For the best three programs, judged by professional men in the health field, $1,000 will be evenly divided, the money to be used by the schools to promote health projects.

Programs submitted for the contest will be judged according to such factors as permanency, scope, workability, and community and civic significance. In more

detail, these are to cover its relation to the rest of the school program; the percentage of teachers and pupils affected by it; the degree to which the program extends into the homes and communities; the practical results in relation to the money expended; and the extent to which it would appear to affect the pupils in later life.

Further information on the contest may be obtained by addressing the Secretary of the High School Project, American Child Health Association, 370 Seventh Avenue, New York City.